Gifted and Talented

  • For more information on the Gifted and Talented Board Policy

    Definition of Gifted and Talented Students

    In both New Jersey and the Gloucester City School District, gifted and talented students are defined as those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. (N.J.A.C. 6A:8-3.1)

    Gifted and Talented Program Philosophy

    The Gloucester City School District is committed to providing an excellent educational foundation for all children. We provide challenging learning experiences that are designed to meet the unique learning needs of a broad range of students, enabling them to become capable, creative, and responsible members of a global society.

     The District recognizes that there are students in all grade levels and from all ethnic groups and income levels who demonstrate cognitive skills and academic achievement that are advanced for their age or grade level. The district believes that all teachers and administrators have an obligation to provide these students with a challenging, empowering, and authentic curriculum that is closely aligned to the students' cognitive proficiency. The District is committed to the education of highly gifted children.

    We are dedicated to:

    • Increasing academic challenge level
    • Cultivating self-understanding to foster independent and self-directed learning
    • Developing and refining analytical, critical, and creative problem-solving skills
    • Building on the interests and abilities of each student
    • Enhancing intrinsic motivation for learning
    • Providing for escalating levels of academic achievement
    • Encouraging intellectual risk-taking, self-confidence, academic self-concept, self-discipline, mindset, self-efficacy, and resilience in the face of failure or disappointment

     

    Levels of Service: Programming for Gift and Talent DevelopmentThe goal of the Gifted and Talented Program is to challenge our students and foster independent thinking while stressing the importance of collaboration. Students will develop critical thinking, inquiry, and problem-solving skills designed to strengthen their capacity as learners and thinkers. They will, at the same time, develop 21st century life and work skills to prepare them for the creativity, innovation, critical thinking, problem solving, communication, and collaboration essential for success in our ever-changing world. 

    The Levels of Service are structured to first stimulate, then identify and develop, the interests and passions of individual students. Levels I and II are the most inclusive dimensions. They provide students with a variety of opportunities to explore many different talent areas.  During their explorations, students will have opportunities for their specific strengths, talents, interests, and potentials to emerge and be recognized. Services occur in the classroom or as part of a school-wide or grade-level activity in which all students participate. Level III services respond to the unmet needs of specific students that require significant challenge and differentiation in their instructional programming.  Screening and identification for Level III Services are based on measures of student achievement, aptitude, performance, and potential. Level I services involve all students, while Level II services involve self-selection or voluntary enrollment based on individual interest and demonstrated competence for the specific activity.

    Level I: Service for All Students 

    In-classroom and Special Events

    These services provide foundational skills and tools designed to help all students discover and develop their personal strengths and talents.  Level I activities are usually short in duration and provide appropriate and challenging experiences, while exposing students to a broad array  of domains, content, and talent fields. These activities occur in the classroom or through specific events outside of the classroom such as field trips or guest speakers or workshops.  Enrichment activities are also built into all curriculum K-12 to allow all students an opportunity for enrichment. 

    Kindergarten Level of Service: Critical Thinking through Classroom Enrichment and Differentiation

    During the early elementary years, enrichment services are provided to the students by their classroom teachers through small group instruction. Students develop and exercise higher level thinking skills through deductive, analytical, creative, inventive, evaluative, and visual-spatial problem-solving.

     

    Grade 1 to Grade 5 Levels of Service: Enrichment, Clustering and Pull-Out Program
    Our Gifted and Talented Program provides a continuum of services available for all students based on the student's strength and learning needs. Our mission is to recognize, nurture, and enhance the development of those talents by providing educational experiences that will allow students to pursue their interests and reach their greatest potential. The Levels of Service approach recognizes the importance of empowering students in becoming actively engaged in recognizing, nurturing, applying, and celebrating their own strengths, talents, and sustained interests. 

     

    Grade 6 to Grade 8: Levels of Service: Enrichment and Clustering

    Students have the opportunity to participate in advanced level classes based on their preference.  These include electives (Music, Art, STEM, Foreign Language) advanced level courses for ELA/Math, differentiation in all subject areas, and clubs/activities offered after school/during the day.  Students are encouraged to suggest clubs and activities if they have an interest that is not being met.

     

    Grade 9 to Grade 12: Levels of Service: Enrichment and Clustering

    Students have the opportunity to participate in advanced level classes ranging from honors to AP, based on their preference.  These include electives (Music- instrumental and choir, Art, STEM, Foreign Language. Video Productions, Photography….) advanced level courses across all subject areas, differentiation in all subject areas, and clubs/activities offered after school/during the day. High school students also have the opportunity to participate in Option II, Career & Technical Studies (Camden County College Career Now) and opportunities to take College Courses at RCGC/CCC. Students are encouraged to suggest clubs and activities if they have an interest that is not being met.

    Level II: Services for Many Students 

    Clubs and Workshops

    Students are invited to engage in activities through which they explore interests and investigate areas of possible strength and potential talent. Students sign up for these activities based on their own interests and motivation.  Students evaluate their own performance, level of interest, and desire for continued involvement year to year.  Our goal is to offer a variety of activities that meet all students' needs.  (ie- visual and performing arts, STEAM,  volunteer and service organizations... )

    At GMS and GHS a club fair is held every year to share the vast opportunities available to students.  Students also have the opportunity to propose a school club or activity to the principal for consideration.  For our students in grades 1-3 opportunities are shared with the parents and with students by the staff.

    Clubs, after-school activities, and during-school opportunities are great options for students that do not want to miss class, but still have the opportunity for enrichment.

     Level III: Services for Some Students 

    Pull-Out Program and Clustering

    Children who demonstrate potential far beyond that of their same age peers need modifications to their educational program to reach this goal. Students scoring in the top 3% of their grade level in combined measures of achievement, aptitude, performance, and potential are invited to participate in the Gifted and Talented pull-out program in grades 3 through 5. Students admitted into the pull-out program receive added instruction from the Gifted and Talented Services teacher during a weekly pull-out session.  This provides students with the opportunity for enhanced peer interaction and time to focus on in-depth study or a new area of learning. Students are responsible for checking in with their classroom teacher to determine what work they need to complete when they are absent from class. Additionally, through cluster grouping, several students from the program are placed with one teacher in the general education classroom, allowing for added peer interaction through differentiated lessons. Students in the pull-out program are challenged in problem-finding, problem-solving, and applying STEM to solve real world problems through project-based learning.

    Students eligible for Level 3 still have the opportunity to participate in clubs, after-school activities, and during-school opportunities based on their availability and interests.  

    Requirements for Level 3 services:

    Screening and Identification of Students for Level III Services

     

    Identifying advanced potential is a dynamic concept. A single test score may not capture how a child’s gifts might be developed into talents. We use a multifaceted approach to finding all students who perform at, or show the potential to perform at, outstanding levels. 

     

    Screening for Level III services occurs in various stages. One stage seeks to find all students scoring near the ceiling on grade-level standardized tests. All students are administered Linkit! Benchmark Tests, Dibels and Oral Running Records. The next stage is to administer an aptitude test. The Otis-Lennon School Ability Test (OLSAT)is given in the spring of their second grade year. It seeks to find students who reach a targeted score. The final stage is determined through a review of these combined scores, along with teacher recommendation and survey. We use this qualitative and quantitative data to identify not only those students who are in immediate need of instruction beyond the regular curriculum, but also those students who display the potential for high-level learning beyond the regular curriculum.

     

    Students scoring advanced on these combined measures are eligible for Level III services. 

     

    • Aptitude: (Initial Screening) Otis-Lennon School Ability Test (OLSAT)

    • Aptitude: (2nd option) Slosson Intelligence Test- Revised 3rd Edition  

    • Achievement: Linkit 95%

    • Qualitative Data: Teacher Recommendation Survey

    • Qualitative Data: Principal Recommendation

    • Marking Period Grades: Students must have a “95” average in ELA, Mathematics, and Science/Social Studies.

     

    Criteria for Students in Grades 4 and 5 retesting for the Gifted & Talented Program

    *Parent Request Only

     

    • Achievement: Linkit 95%

    • Qualitative Data: Teacher Recommendation 

    • Qualitative Data: Principal Recommendation

    • Marking Period Grades: Students must have an “95” average in ELA, Mathematics, and Science/Social Studies.

    • State Testing: Grade 4-5 must have a “exceeding” standards on NJ State Testing

     

    The above criteria must be met in order to qualify for additional testing:

     

    • Aptitude: (2nd option) Weschler Intelligence Scale for Children (WISC IV): target score 130 and above

     

    *Students will only be retested one time.  The retest must be requested in writing and submitted to the Principal by October 31st year in order to be considered for January entrance.  Requests received after January 1, will be considered for entrance the following September.

     

    *Any student that moves into the district the student’s data will be reviewed, and any assessments that need to be given will be given to ensure opportunity is available.

    • Aptitude: (Initial Screening) Otis-Lennon School Ability Test (OLSAT)

    • Aptitude: (2nd option) Slosson Intelligence Test- Revised 3rd Edition  

    • Achievement: Linkit 95%

    • Marking Period Grades: Students must have an “95” average in ELA, Mathematics, and Science/Social Studies.

    • Prior School Recommendation- if applicable